The essence of authentic assessment is to focus on real-life tasks and competencies relevant to later day professional practice. Since 2018, there is a national move in India to adopt Competency-based medical curriculum to produce IMG (Indian Medical Graduate) who would possess the competencies to be a competent clinician, an effective Communicator, a team-leader, an ethical Professional and a life-long learner. This slide-set looks at an authentic curriculum and how to develop an authentic assessment 'for', 'as' and 'of' learning.

1. Authentic Assessment of IMG
(Indian Medical Graduate)
Dr KR Sethuraman.

2. Outline of this Talk
• Authentic assessment begins with an authentic
curriculum and its authentic delivery to
produce IMGs with desirable attributes
• What is
– Authentic curriculum? (how is it aligned?)
– Authenticity of assessment for/as/of Learning?
• Ten principles of assessment for/as learning
• Five queries that guide redesigning assessment
for/as/of to be more authentic
2Meducon JIPMER 2019 - Prof KRS

3. Authenticity: Two Key Statements
Whether it is curriculum, teaching-learning or
assessment –
1. Focus on to Real Life Professional
competencies is the Essence of Authenticity.
2. An Authentic & Aligned Curriculum
Promotes Authentic Learning and
Assessment of Competencies of IMG, which
are needed for Quality professional practice.
3Meducon JIPMER 2019 - Prof KRS

4. IMG: Core Competencies
© 2013 Accreditation Council for Graduate Medical Education (ACGME)
CLINICIAN
LEADER COMMUNICATOR
PROFESSIONAL LIFELONG LEARNER
4Meducon JIPMER 2019 - Prof KRS

5. Authentic Curricular Framework
It is a Curriculum oriented to the real life
needs for competence to practice
https://www.liverpool.ac.uk/media/livacuk/schoolofthearts/documents/english/Introducing,Curriculum,Authenticity.pdf

6. Factors governing Curricular Authenticity
Needs Analysis
supports
Immediate
(exams)
Long term
(career)
By Content
sequencing
Within subject
Across
subjects
Breadth vs Depth
Specific
Vs
Broad
External~
Closeness to
practice
Internal~
Appropriateness
to learner ability
6Meducon JIPMER 2019 - Prof KRS

7. What is aligned curriculum?
Curriculum is a sequence of elements:
➢ intended, (notified)
➢ enacted, (taught)
➢ experienced, (Learnt)
➢ assessed, (examined)
➢ achieved curriculum,
each one guides the others.
-- Let us look at it once more...
7Meducon JIPMER 2019 - Prof KRS

8. Aligned
Curriculum 1
2
34
5
Intended Curriculum
what we want student to
learn
Taught Curriculum
engages students with
intended curriculum
Experienced Curriculum
Students’ experience:
Differs from student to
student
Assessed Curriculum
assessing what we want
them to learn
(competencies)
Achieved Curriculum
Deciding what they
have learned as a result
of what we’ve taught.
Curricular Gap = Intended – Achieved
8Meducon JIPMER 2019 - Prof KRS

9. 9
KNOW
KNOW HOW
SHOW HOW
DO
BE
Meducon JIPMER 2019 - Prof KRS
Miller Pyramid to plan Authentic T-L experiences
READ - LISTEN
LISTEN - WATCH
WATCH - IMITATE
PRACTICE - REFINE
MASTERY & LIFE-LONG
REFINEMENT

10. Keeping Assessment Authentic
• Unfortunately, issues of feasibility, objectivity and
standardisation have reduced the assessment of
skills to a weak pencil-and-paper imitation merely
based on memory and recall.
• Due to fabrication of quality of tests, the inauthentic
test scores then become more important than actual
ability to perform
– Outcome: An Unskilled “Gold-Medalist”?
Stobart G. Testing Times – the uses and abuses of assessment. NY, Routledge. 2008.pp108-110
10Meducon JIPMER 2019 - Prof KRS

11. Keeping Assessment Authentic – ii
• Assessing merely the ‘know & know how’ (Miller)
has become more important than assessing
‘show how & do’; the outgoing graduates are
then not work-ready.
• This is the rationale for authentic assessment – a
term for the direct assessment of performance
or of skills.
• If the test-results are to feed-forward remedial
teaching to help the students acquire the
intended skills, then the more authentic a test is
in assessing a real-life skill, the more effective it
would be in improving students’ competence.
11Meducon JIPMER 2019 - Prof KRS

12. Keeping Assessment Authentic – iii
• An example: In Queensland, Australia, teacher
assessment of students’ performance has replaced
final examinations since the ‘70’s (> 40 years ago) for
school-leaving certification and for university selection.
• It has worked well because of the well-trained teachers
who are equipped with the standardisation and
moderation procedures of authentic assessment.
• Note: Queensland has a relatively small student
population and the university entrance does not have
the fiercely competitive element found in India.
Stobart G. Testing Times – the uses and abuses of assessment. NY, Routledge. 2008.pp108-110
12Meducon JIPMER 2019 - Prof KRS

13. Purpose & Timing of Assessment…
• Assessment for Learning: done before teaching-
learning of a lesson/unit/module/block
– to assess the readiness of the learner and the prior
knowledge they already possess
• Assessment as Learning: done during the T-L process
– to enable the teacher to give feedback and guide the
learners on their individual strengths/ weaknesses
• Assessment of Learning: the summative evaluation
done at the end of a lesson/unit/module/block
– to award marks to the students that count toward the final
pass/fail decisions
13Meducon JIPMER 2019 - Prof KRS

14. 20th to 21st Century Shift in Emphasis
14Meducon JIPMER 2019 - Prof KRS

15. Assessment For (& As) Learning
– 10 Principles to follow
Assessment Reform Group 2002
download copies of this leaflet/poster, please see
http://www.assessment-reform-group.org.uk

16. 1
2
3
4
5 6
7
8
9
10
16Meducon JIPMER 2019 - Prof KRS

17. 1 – Part of Effective T-L Planning
17Meducon JIPMER 2019 - Prof KRS

18. 2 – Focus on “How” of Learning
18Meducon JIPMER 2019 - Prof KRS

19. 3 – Central to Classroom T-L Process
19Meducon JIPMER 2019 - Prof KRS

20. 4 – An Important Professional Skill
20Meducon JIPMER 2019 - Prof KRS

21. 5 – Sensitive
and
Constructive
21Meducon JIPMER 2019 - Prof KRS

22. 6 – Fosters Motivation
22Meducon JIPMER 2019 - Prof KRS

23. 7 – Understanding of Learning Goals
and Criteria (of success)
23Meducon JIPMER 2019 - Prof KRS

24. 8 – Helps Students to Learn
how to improve
24Meducon JIPMER 2019 - Prof KRS

25. 9 – Develop Capacity for Self
Assessment
25Meducon JIPMER 2019 - Prof KRS

26. 10 – Recognises All Learning
Achievement
26Meducon JIPMER 2019 - Prof KRS

27. Recognising All Achievement is a Form of
“Asset-Based Approach”
Meducon JIPMER 2019 - Prof KRS 27
Look here Kumar. Your
handwriting is so nice
and legible.
If what you write as an
answer is as good as
how you write it, you can
get an A, you know!
So why don't you study
well and match the
substance and the style.”
OK Sir, I’ll Try
KRS

28. Redesigning Assessment:
5 Questions to Ask oneself
I – Why Assess?
II – Assess What?
III – What Assessment Method?
IV – Ensuring Quality of Assessment.
V – Using the Information.
Meducon JIPMER 2019 - Prof KRS 28

29. I – Why Assess?
~ For Learning ~ As Learning ~ Of Learning
to enable
teachers to
determine next
steps in
advancing
student
learning
to guide and provide
opportunities for each
student to monitor
and critically
reflect on his or her
learning and identify
next steps
to certify or inform
the student (&
parents) of
his/her proficiency
in relation to
curriculum
learning outcomes
29Meducon JIPMER 2019 - Prof KRS

30. II – Assess What?
~ For
Learning
~ As Learning ~ Of Learning
each student's
progress and
learning
needs in
relation to the
curricular
outcomes
each student's thinking
about his or her
learning, what
strategies he or she
uses
to support or challenge
that learning, and the
mechanisms he or she
uses to adjust and
advance his or her
learning
the extent to
which students
can apply the key
concepts,
knowledge,
skills, and
attitudes related
to the curriculum
outcomes
30Meducon JIPMER 2019 - Prof KRS

31. III – What Assessment Method?
~ For Learning ~ As Learning ~ Of Learning
a range of
methods in
different modes
that make
students’ skills and
understanding
visible
a range of
methods in
different modes
that elicit
students’ learning
and metacognitive
processes
a range of
methods in
different modes
that assess both
product and
process
31Meducon JIPMER 2019 - Prof KRS

32. How to Make Assessment Authentic?
• Application to real life situations
• Hands-on activities
• Multiple skills tested in a task (Competency)
• Demonstrations of ability to apply knowledge
• Ongoing throughout a unit of study
• Reflects growth in a skill / competence
32Meducon JIPMER 2019 - Prof KRS

33. Methods for Assessing Cognition
• Recall-based: Less Authentic:
– Long Essay Question (LEQ or LAQ)
– Short Essay Question (SEQ or SAQ)
– Multiple Choice Question (MCQ)
• Contextual: More authentic
– Modified Essay Question (MEQ)
– Patient Management Problem (PMP)
– Oral Examination (viva voce)
– Observational Assessment
– OSCE, OSPE, DOPS (to assess all domains holistically)
33Meducon JIPMER 2019 - Prof KRS

34. Methods of Authentic Assessment of
affective domain
• Evaluations by faculty supervisors
• Peer evaluation
• Self evaluation
• Longitudinal observations
• Clinical vignettes for analysis & decisions
• Direct observation / video recording
• Multi-source Feedback
34Meducon JIPMER 2019 - Prof KRS

35. Competence and Performance
Assessment
• Practical (Lab-work)
• Long Case – OSLER
• Short Case
• Ward Rounds
• Spotter – Case
• OSCE / OSPE
• Simulation / Role-play
• Direct Observation Clinical
Encounter Examination,
• Mini-CEX,
• Clinical Encounter Card,
• Direct Clinical Examination,
• Video-based Questionnaire,
• 360-degree evaluation,
• Davis Observation Code or
Kalamazoo scale
(Re: Dr-Pt communication )
35Meducon JIPMER 2019 - Prof KRS

36. IV – Ensuring Quality of Assessment
~ For Learning ~ As Learning ~ Of Learning
• clear, detailed
expectations of
learning- outcomes
• accuracy and
consistency of
observations and
interpretations of
student learning
• accurate, detailed
notes as feedback
to each student
• accuracy and
consistency of
student's self-
reflection, self-
monitoring, and self-
adjustment
• engagement of the
student in considering
and challenging his or
her thinking
• students record their
own learning
• accuracy,
consistency, and
fairness of judgment
based on valid high-
quality information
• clear, detailed
learning expectations
• fair and accurate
summative reporting
36Meducon JIPMER 2019 - Prof KRS

37. Criteria for Quality of Assessment
• Are the important outcomes assessed?
• Validity – Are we measuring what we intended to?
• Reliability – Are there sufficient samples to allow for a
fair judgment?
• Objectivity– is the test design such that various
evaluators will reach a similar conclusion.
• Is the assessment appropriate for the developmental
level of the learners?
• Is the assessment free of bias?
• How are the results going to be interpreted and used?
37Meducon JIPMER 2019 - Prof KRS

38. Recording the Assessment of
Performance
• Checklist: to identify the presence or absence
of the outcome being assessed (yes/no)
• Rating Scale: to grade the quality of
performance, e.g. 0-1-2-3-4 etc, of
– Task performance (process evaluation) or
– Outcome (end product)
• Rubric: a tool that has a list of criteria with
description which inform the students what
different levels of accomplishment look like.
38Meducon JIPMER 2019 - Prof KRS

39. Leadership Checklist & Rating Scale
Mark
Y / N
Well Done Partly Done Not Done
+ 2 + 1 0
39Meducon JIPMER 2019 - Prof KRS

40. + 10 +1 +2
40Meducon JIPMER 2019 - Prof KRS

41. V – Using the Information
~ For Learning ~ As Learning ~ Of Learning
• provide detailed &
individual corrective
feedback to students
• differentiate
instruction by checking
where each student is
in relation to the
curricular outcomes
• provide descriptive
feedback to parents on
the student’s learning
and how they can
support (For MBBS?)
• provide descriptive
feedback to each
student to improve the
learning & answering
skills
• have each student
reflect on one’s own
learning (not on getting
the right answer)
• arrange teacher-
student interaction for
students to report on
their progress and
challenges faced
• indicate each
student's level of
learning (Hi-Avg-Lo)
• with justification,
decide on pass/fail,
ranking & promotion
• report fair, accurate,
and detailed
information that can
be used to decide the
next steps (additional
learning/awards etc)
41Meducon JIPMER 2019 - Prof KRS

42. Is the Assessment Authentic + Inclusive?
• When all the students are allowed
to demonstrate their learning of core
competencies.
• Possible by comprehensive and
continuous formative assessment -
“Assessment for & as Learning”
42Meducon JIPMER 2019 - Prof KRS

43. Spider-Graph assessment
43Meducon JIPMER 2019 - Prof KRS
Exit OSCE Result of an Intern

44. Summing Up – Assessment:
Traditional vs Authentic
Traditional -----------→ Authentic
Selecting a Response → Performing a Task
Contrived --------------→ Real-life tasks
Recall/Recognition ---→ Construction/Application
Teacher-structured ---→ Student-structured
Indirect Evidence -----→ Direct Evidence
44Meducon JIPMER 2019 - Prof KRS

45. Authentic Assessment (AA)
• AA is holistic and occurs in real world context
• Tasks simulate real life; therefore meaningful
• Criteria for the assessment known a priori.
• Focuses on the process and the higher-order
outcomes.
• Learning occurs during the formative
assessment via feedback (assessment as Learning)
• Final outcomes can be showcased publicly
45Meducon JIPMER 2019 - Prof KRS

46. Meducon JIPMER 2019 - Prof KRS 46
A. Churches (2008). Eight habits of highly effective 21st century teachers.

47. If we all adopt authentic curricular delivery and assessment, we
can guide our studentsto achieve the Attributes of ideal IMG
CLINICIAN
LEADER COMMUNICATOR
PROFESSIONAL LIFELONG LEARNER
Thank You All!
47Meducon JIPMER 2019 - Prof KRS